Dr. Augusto Macalalag, associate professor of Science, Technology, Engineering, and Mathematics (STEM) Education, recently co-authored the study “Development of Teachers’ Pedagogical Content Knowledge during Lesson Planning of Socioscientific Issues,” which was published in the International...
During the 2018-19 academic year, faculty and staff earned grants for sexual violence resources, STEM training, network improvements, and scholarly research. The funding will enhance campus life, academic offerings, and research opportunities for the Arcadia community.
DOJ grant supports...
Arcadia University will be one of the key developers of a new Science, Technology, Engineering and Mathematics (STEM) teacher education program. The University has received a sub-contract from a $24.2 million award from United States Agency for International Development.
The project, STEM...
Faculty from the School of Education and Computer Science and Mathematics Department welcomed to campus high school students from the School District of Philadelphia’s Academy at Palumbo on Dec. 6.
Dr. Augusto Macalalag, assistant professor of Education, Dr. Yanxia Jia, associate professor of...
The National Science Foundation has awarded Arcadia University a grant for $178,249 as part of the Robert Noyce Teacher Scholarship Program. The grant, totalling $1.32 million, is split between the collaborative Philadelphia Regional Noyce Partnership Scholarship Program (PRNP-S) that includes...
Dr. Augusto Macalalag Jr., assistant professor of science, technology, engineering, and mathematics (STEM) education, joined researchers and educators from selected universities in the U.S. to develop rubrics for the Professional Development Standards for K-12 Teachers of Engineering. The rubrics...
Dr. Augusto Macalalag, Jr., Associate Professor of Science, Technology, Engineering, and Mathematics (STEM) Education, teaches undergraduate and graduate science methods courses for pre-service and in-service teachers. He is the coordinator of General Science, Biology, Chemistry, and Mathematics teacher certification programs. In 2014, Dr. Macalalag conceptualized and developed the M.Ed. in Integrative STEM Education and Graduate Certificate for in-service elementary and middle school teachers. The certificate program’s goal is to foster teachers’ pedagogical content knowledge in planning, implementing and assessing instructions that incorporate science and engineering practices based on the National Research Council’s Framework for K-12 Science Education. The STEM certificate program has five courses (15 credits) that include an environmental education preview to Sicily, Italy.
Dr. Macalalag, who is the former Assistant Director of STEM Education at Stevens Institute of Technology’s Center for Innovation in Engineering and Science Education (CIESE), has an interest in different aspects of reform-based science teacher education. His research focuses on programs that promote science and engineering practices in elementary and middle school classrooms. In addition to teaching, through classroom support visits, Dr. Macalalag helps teachers plan and implement lessons, assess and analyze student thinking, integrate technology, and reflect in their instruction. His dissertation examined the changes in pre-service science teachers’ knowledge of inquiry and practices of lesson design in four methods courses in biological sciences. Throughout the years, Dr. Macalalag has been involved in two Mathematics and Science Partnerships (MSP) programs that received awards including the American Society for Engineering Education’s Best Practices in K-12 Engineering and Pre-college Outreach Program in 2010, Best Zone Paper in 2011, and Best Practices in K-12 Engineering and University Partnerships in 2012. Finally, in November 2013, Dr. Macalalag received the Steve Goldberg Faculty Development Award from the School of Education at Arcadia.
He holds teaching certificates in elementary, middle and high school and school administrator certificates. Dr. Macalalag received his Ed.D. in Science from Rutgers University, and an M.A. in Education and a B.S. in Chemistry from St. Peter’s University. He also holds an Educational Leadership Certificate from the College of New Jersey.
US221.1: We Inquire We Design
ED207: STEAM 1: Design Thinking and Problem-Based Learning
ED307: STEAM 2: Design Thinking and Problem-Based Learning
ED324: Elementary Science Methods
PRV181 Science, Technology, Society, and Culture: Exploring Cities of Philadelphia and Florence
ED523 Teacher and the Classroom, Secondary
ED552: Issues and Methods in Elementary School Science
ED553: Issues in Science for Secondary Teachers
ED694: Introduction to STEM Education
ED695: Understanding the Designed World
ED697: STEM and Society, Global Field Study
Research Paper, Pennsylvania Teacher Educator, Volume 15, Pages 133-150, Fall 2016.
Co-Authored with *Peterson, K., *Crow. M., & Macalalag, A.
My research and courses are focused on teaching and learning of STEM through a hands-on approach to inquiry and design, local and international field experiences in Philadelphia and Sicily, Italy, and transformative leadership that promotes and develops teacher leaders and scholars. In particular, I am delighted to share that the courses in my STEM program have contributed to better understanding on how to cultivate the teachers’ knowledge of science and the engineering design process (Macalalag & Parker, 2016), teachers’ notions of the engineering design process (Peterson, Crow & Macalalag, 2016), and teachers’ cultural awareness of socioscientific issues in an international setting (Macalalag, Johnson & Lai, 2017). Moreover, the STEM education courses also provided a model of how to implement claims, evidence and argumentation in an elementary classroom as key features of hands-on approach to the engineering design process (Macalalag, Johnson & Johnson, 2017), to improve pre-service teachers’ awareness and intentions of teaching STEM subjects (Karisan, Macalalag & Johnson, 2019) to undergraduate students in Turkey, and to develop teachers’ PCK on cultural practices associated with the society’s contribution to carbon footprint (Macalalag, Johnson & Lai, 2019).